MAKING ENVIRONMENTAL EDUCATION FUN, CREATIVE AND MEMORABLE . Nicolle Kuna
EDUCATION FOR SUSTAINABILITY GAMES, PROJECTS and ACTIVITIES for School and Holiday/Camp Programmes, and parents in the sustainability education process. Tasks are focussed on Waste and Recycling themes.
Early & Effective Outdoor Education: Nurturing the Future of Children & NatureMelvz
This presentation aims to communicate the importance of Outdoor Education for both young children and the environment. It will serve as a resource for Infant School teachers to facilitate the early development of children's connection to and appreciation for the natural world in order to preserve the environment for future generations.
This is the third Powerpoint in a Series sharing Environmental education activities with a view to instilling Mindfulness about Climate Change.
This Powerpoint demonstrates a creative approach to teaching Sustainability Education - showing examples of active and passive games, puzzles, quizzes, extra-curricular experiments, drama and workshops, with the key focus being on climate change. The aim is to show how to instil a keener consciousness about climate change through creativity and play.
The Role of Play in Environmental Education Nicolle Kuna
Inspiring Young People Through Play - ENVIRONMENTAL EDUCATIONAL GAMES, and ACTIVITIES for school camps, holiday programmes and use in education about sustainability (education for sustainability - EfS) Thematic focus is habitats/bio-diversity.
“Can teachers of young children create stimulating and enriching out- door environments that are also safe? “(Olsen, 2013, p. 11). This artifact answers just that question by providing a powerpoint presentation on the guidelines for a safe and enriching requirements of indoor and outdoor play. “The outdoor environment is an extremely important place within early childhood programs. There are endless opportunities for developmentally appropriate practice in the outdoor spaces,” (2103).
A Guide to Creating Accessible Play Spaces for Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
North Penn Educational Foundation Funded Grants Booklet 2018Madison Wiernusz
In 2018, while working as a Public Relations intern for the North Penn School District, I collaborated with the North Penn Educational Foundation to create this funded grants booklet. I summarized each grant and designed the booklet using a variety of Microsoft programs, including InDesign.
MAKING ENVIRONMENTAL EDUCATION FUN, CREATIVE AND MEMORABLE . Nicolle Kuna
EDUCATION FOR SUSTAINABILITY GAMES, PROJECTS and ACTIVITIES for School and Holiday/Camp Programmes, and parents in the sustainability education process. Tasks are focussed on Waste and Recycling themes.
Early & Effective Outdoor Education: Nurturing the Future of Children & NatureMelvz
This presentation aims to communicate the importance of Outdoor Education for both young children and the environment. It will serve as a resource for Infant School teachers to facilitate the early development of children's connection to and appreciation for the natural world in order to preserve the environment for future generations.
This is the third Powerpoint in a Series sharing Environmental education activities with a view to instilling Mindfulness about Climate Change.
This Powerpoint demonstrates a creative approach to teaching Sustainability Education - showing examples of active and passive games, puzzles, quizzes, extra-curricular experiments, drama and workshops, with the key focus being on climate change. The aim is to show how to instil a keener consciousness about climate change through creativity and play.
The Role of Play in Environmental Education Nicolle Kuna
Inspiring Young People Through Play - ENVIRONMENTAL EDUCATIONAL GAMES, and ACTIVITIES for school camps, holiday programmes and use in education about sustainability (education for sustainability - EfS) Thematic focus is habitats/bio-diversity.
“Can teachers of young children create stimulating and enriching out- door environments that are also safe? “(Olsen, 2013, p. 11). This artifact answers just that question by providing a powerpoint presentation on the guidelines for a safe and enriching requirements of indoor and outdoor play. “The outdoor environment is an extremely important place within early childhood programs. There are endless opportunities for developmentally appropriate practice in the outdoor spaces,” (2103).
A Guide to Creating Accessible Play Spaces for Schools
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
North Penn Educational Foundation Funded Grants Booklet 2018Madison Wiernusz
In 2018, while working as a Public Relations intern for the North Penn School District, I collaborated with the North Penn Educational Foundation to create this funded grants booklet. I summarized each grant and designed the booklet using a variety of Microsoft programs, including InDesign.
Infant/Toddler Classroom Pre-Coaching Quality Checklist
Program: ________________________Classroom: ______________ Teachers’ Names: _______________________________________ Date: _______________
The Agenda for Children Preschool/Infant/Toddler Pre-Coaching Quality Checklist adapted from Early Childhood Environment Rating Scale (ITERS), Teaching
Strategies GOLD, CLASS, Louisiana Birth to Five Early Learning Standards and NAEYC Standards.
Criteria
F
u
lly
M
e
t
P
a
rtia
lly
M
e
t
N
o
t
M
e
t Comments
1. SPACE and FURNISHINGS
A.) Space is clean, in good repair with adequate ventilation, some natural lighting, temperature
control sound absorbing materials, and accessible to children and adults with disabilities
B.) Quiet spaces and active learning centers are not next to each other (cozy area not close to
active physical play)
C.) Toys and materials available daily and well organized (similar toys stored together; sets of toys
in separate containers labeled with pictures and words) to encourage independent use and
problem solving.
D.) Toys are clean, in good working order and complete (e.g. no missing pieces or broken parts)
E.) Spaces are available for privacy (more than one area where one or two children can play
protected from intrusion of others)
F.) Most displays (60% or more) are at child-level, age appropriate, and are done individually by
children and/or child-related Please only count displays that are NOT purchased or
professionally made.
G.) The classroom includes many colorful pictures and photographs representing diversity, the
children in the classroom, their families, as well as mobiles and colorful hanging objects for
children to reach for and touch
H.) Children have access to appropriate space and appropriate equipment for large motor activities
I.) Eating spaces and food prep areas are not close to diaper changing area
J.) Highchairs (used only for eating) rather than group feeding tables are used
K.) Diapers/diapering supplies are located near diaper changing table – within arm’s reach and
close to warm running water source. Interest-stimulating item at the table is rotated
periodically (mirror, mobile, pictures etc.)
L.) Cozy area with soft furnishings, protected from active play with other areas of soft furnishings
and many washable soft toys
M.) Comfortable adult seating for working with children Infants – glider or safe rocking chair
N.) Furniture that promotes self-help skills (convenient cubbies for individual children’s
possessions, child-sized tables and chairs, low open shelves, steps near sink and changing table)
O.) Room arrangement makes it possible to see all children at once.
Infant/Toddler Classroom Pre-Coaching Quality Checklist
Program: ________________________Classroom: ______________ Teachers’ Names: _______________________________________ Date ...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. HIGH QUALITY
SAND & WATER
ACTIVITY CENTERS
FOR PRESCHOOL
CHILDREN
CHD 120
Environments Project
Abigail Van Orden
2. HIGH
QUALITY
PROGRAMS
Provide free access to activity centers for
a substantial portion of the day to
improve the chances for successful
school experiences.
Standards outline:
• the materials that must be
included
• how diversity is represented
• the skills and abilities that will be
developed
• the teacher’s role
• the developmental milestones that
are supported
(Whitener, n. d.)
3. MATERIALS
Sand or water activity centers can be located outside and inside
and should be accessible for one hour everyday in an eight-hour
program or two hours and forty minutes in high quality programs
(Whitener, n.d.). These are not required for children younger than
18 months old (Harms, Clifford & Cryer, 2003).
Sand centers can consist of permanent structures such as sand
boxes, sand pits, sand tables, or portable, smaller and more
individualized containers such as dishpans, and buckets.
Water centers can include the use of hoses, sprinklers, or water
troughs outside, sinks or water troughs inside, or portable smaller
and individualized dishpans, plastic bins, or buckets.
* Structures must be designated as belonging inside or outside. Transported structures will not
count as having both inside and outside activity centers. Playing in existing puddles does not
count. (Harms, Clifford & Cryer, 2003 and 2005).
4. PRESCHOOL
Anything easily poured
• sand
• rice
• bird seed
• corn meal
• Non-splintered woodchips
INFANTS AND TODDLERS
Anything easily poured
• sand
• potting soil
• fine mulch
Safety tip: Avoid dried beans,
small pebbles, styrofoam chips,
corn meal flour or anything that
looks or smells like food.
SAND CENTER MATERIALS
* The quantity must allow for digging, filling containers, and pouring. (Harms, Clifford & Cryer, 2003 and 2005)
5. PRESCHOOL
At least two or more toys
For Example:
funnels, waterwheels,
measuring cups, sifters,
scoops, droppers, and
tubes
Include toys for dramatic play.
(Harms, Clifford & Cryer, 2003)
INFANTS AND TODDLERS
Ten toys per group of five children
plus one for each additional child.
For example:
kitchen utensils, shovel,
bucket, small cars, trucks,
sponges, bubbles, dolls,
washcloths, food coloring
(Harms, Clifford & Cryer, 2005)
SAND OR WATER TOOLS
* Use a variety of textures, colors, shapes, sizes, and skill levels and provide duplicates of popular items.
8. INCORPORATIN
G DIVERSITY
Diversity can be incorporated into
sand or water play through the use of
different colors.
Cultural diversity can be incorporated
when those different colors reflect the
flags of different countries.
The use of toys such as dolls or
figurines in different races or
ethnicities can also incorporate
cultural diversity in sand and water
play.
(Intervention Technical Assistance, 1995)
9. PRESCHOOL
• Reducing Stress: running through fingers or
squeezing through tools
• Experimentation:
• chemistry: mixing (making mud,
adding colors, bubbles)
• physics: action of water (sinking,
floating, rippling, squirting)
• Math: comparing, measurements
• Social skills: sharing, cooperating, language
(Whitener, n.d, slides 14 and 15 and Cryer, Harms & Riley, 2003)
INFANTS AND TODDLERS
• Cognitive development
• Stress reducing and relaxing
• Eye-hand coordination
• Small muscle exercise
• Self-restraint (not putting in mouth,
throwing)
(Cryer, Harms, & Riley, 2004, pg.271)
SKILLS AND ABILITY
DEVELOPMENT
10. TEACHER’S ROLE (INTERVENTION
TECHNICAL ASSISTANCE, 1995)
The quantity and variety of materials must be made available to children and changed regularly.Availability
Stored materials must be placed in centers within reach of children.
*see Disabilities
Access
Participate in play and ask questions such as, “what would happen if you…?”
Participate &
Communicate
Don’t let children eat or drink sand or water.
• Don’t let children throw sand or water.
• Clean tables, materials and cover sand box daily.
Clean water spills …
Safety
For physically disabled children, either raise the table to accommodate wheelchairs, lower the table to allow
access, or provide individual basin or dishpans.
For children with food allergies, ensure that any restrictions, such as wheat, are not available.Disability
11. DEVELOPMENTAL
MILESTONES SUPPORTED(VIRGINIA DEPARTMENT OF SOCIAL SERVICES, N.D.)
Domain Strand Sub strand Standard Teacher Support
Cognition and General
Knowledge
Page 21
1 Learning about
mathematical concepts
B Measurement 7 Describe physical objects
in terms of relative size.
Ask questions about
differences in quantities
pointing out differences
not similarities
Cognition and General
Knowledge
Page 28
2 Learning about the
World
A Scientific Knowledge 10 Describe observable
properties of objects (color
size shape texture)
Exploring properties of the
earth
Approaches to Learning
Page 9
2 Curiosity and Initiative B 7 Find and use materials
to follow through on and
idea
Increasing the choices
available to the child
Approaches to Learning
Page 10
3 Creativity and
Inventiveness
C 6 Approach tasks
experimentally or as it
evolves
Provides safe materials
time and freedom for
creative expression
12. REFERENCES
Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY: Teacher’s
College Press.
Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New York, NY: Teacher’s
College Press.
Harms, T, Clifford, R, and Cryer, D. (2003). Infant toddler environmental rating scale.
New York, NY: Teacher’s College Press.
Harms, T, Clifford, R, and Cryer, D. (2005). Early childhood environmental rating scale.
New York, NY: Teacher’s College Press.
Intervention Technical Assistance.(1995). Adapting activities & materials for young children with disabilities.
Retrieved from https://tats.ucf.edu/wp-content/uploads/sites/9/2018/05/
adaptingactivitiesand_materialsec-1.pdf
Virginia Department of Social Services. Milestones of Child Development. Retrieved from
http://va.gapitc.org/wp-content/uploads/2014/03/Milestones_Revised2014.pdf
Whitener, C. (n.d.). Activities. [PowerPoint slides].